Research-Based Educational Practices for Students With Autism Spectrum Disorders

被引：15

作者：

Ryan, Joseph B. ^{[1
]}

Hughes, Elizabeth M. ^{[2
]}

Katsiyannis, Antonis ^{[1
]}

McDaniel, Melanie ^{[3
]}

Sprinkle, Cynthia ^{[4
]}

机构：

[1] Clemson Univ, Special Educ, Sch Educ, Clemson, SC 29634 USA

[2] Clemson Univ, Curriculum & Instruct, Sch Educ, Clemson, SC 29634 USA

[3] Vanderbilt Univ, Sch Med, Speech & Language Pathol, Nashville, TN 37235 USA

[4] Hart Acad, Hartwell, GA USA

来源：

TEACHING EXCEPTIONAL CHILDREN | 2011年 / 43卷 / 03期

关键词：

D O I：

10.1177/004005991104300307

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Autism spectrum disorder (ASD) has become the fastest growing disability in the United States, with current prevalence rates estimated at as many as 1 in 110 children (CDC, 2010). This increase in the number of students identified with ASD has significant implications for public schools. The most popular research-based educational practices for teaching this population, explored in the pages that follow, include applied behavior analysis (ABA); the Developmental, Individual-Difference, Relationship-Based model (DIR/Floortime); the Picture Exchange Communication System (PECS); social stories; and Treatment and Education of Autistic and Communication related handicapped CHildren (TEACCH).

引用

页码：56 / 64

页数：9

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